BARNHILL SCHOOL, Hillingdon; The access needs of all users should be considered.

2C THOUGHTFUL PLANNING

Schools are always changing to facilitate new ways of learning and organisation. It is not possible therefore to create a plan that will work forever. There should be a clear masterplan, which provides a framework within which change can take place. This section looks at some of the key issues that should be considered when planning a school. At the end of the section a few generic plan types for both primary and secondary schools are illustrated. The characteristics of each are highlighted from which a number of useful lessons can be learnt. The sections are as follows:

2C.1 Planning the site
2C.2 Access and circulation
2C.3 Links and location
2C.4 Adaptability
2C.5 Plan types
Case Study: Haverstock School, Camden, London

2C.1 PLANNING THE SITE

• The site should be in the heart of the community, minimising transport costs.
• Take advantage, and consider the effect of buildings on the natural environment.

The location of the school is an important consideration from the point of view of both attracting customers and sustainability. The site should be in the heart of the community so minimising transport use, and allowing safe routes to school and access to public or school transport.

 School security is also important. For example, a school in a remote area is more vulnerable because it is not overlooked by neighbours. The presence or absence of utilities should be noted as well as the environmental cost of new provision.
One of the first issues to be discussed, once the site is chosen, is site access. Ease of access for a wider range of users will have to be balanced with the need for security. Will there be a secure boundary around the site with one controlled entry point or will there be public routes across the site, encouraging access and possibly helping supervision?
 
 

heppell.net